CelebMinute. (2009, April 2). Keira Knightley Domestic Violence PSA.
Retrieved from http://www.youtube.com/watch?v=rt7JZSrDJA8
This advertisement is a great example of a PSA that my students could
view prior to writing their own PSA scripts. This PSA contains many
elements that persuade the viewer and play on his or her sympathies for
Keira. Also, since Keira is a well-known actress, my students will be
very interested in this advertisement. While my students could view
this video independently, I would consider it to be at an instructional
level, since the violence shown may be too intense or upsetting for
some of my students. I would make sure that my students felt
comfortable watching the video, and if not, I would only show the
beginning of the ad and then describe the persuasive effects used in the
remainder. Not only does this ad allow students see what a PSA looks
like, but it also can help provide them with ideas of the types of effects
and dialogue to include in their scripts.
Contentgo4. (2007, November 30). Teen driving and distractions. Retrieved
from http://www.youtube.com/watch?v=ghjaq5GHXro&feature=
related
This advertisement is a good example of a potential topic that my
students could choose for their PSAs. While the video is short and
does not contain much actual persuasive dialogue, it provides an
example of the type of effects and atmosphere that a PSA can create, if
it is well-written. I will point out the features that make this ad
persuasive even without containing much dialogue. While my students
could view this video independently, I will ensure that we watch the
video together as a class in order to discuss the persuasive features used
and so that my students thoroughly examine the video’s message and
components.
Editorial Board. (2010, December 13). Vote in Tuesday’s fire district elections.
Democrat and Chronicle. Retrieved from http://www.democratand
chronicle.com/article/20101213/OPINION04/12130335/1041/OPINIO
N/Vote-in-Tuesday-s-fire-district-elections
This article is an editorial from the Democrat and Chronicle newspaper.
It is an excellent resource to use in order to examine persuasive
language and how this language is used to sway public opinion. This
article (as well as other editorial pieces) can be used to spark an
interesting discussion about propaganda and whether editorials are
simply meant to inform the public, or if there is a deeper motivation
behind writing these articles. While the general reading level of this
article is independent for most of my students, the subject matter may
be unfamiliar to them, which would cause the piece to lean toward
being instructional. I would ensure that my students are familiar with
the elections that the article refers to and that we have a discussion
about the overall message of the article prior to beginning an in-depth
discussion of its persuasive features.
Espejo, R. (Ed.) (2010). Opposing viewpoints: Advertising. New York: Gale
Cengage Learning.
This text is a compilation of persuasive essays regarding advertising in
today’s society. While this may be a frustration-level text for a few of
my students, and an instructional-level text for the rest, I will be sure to
provide scaffolding during reading and will discuss the selected essays
in groups in class so that my students feel comfortable with this text.
The essays in this book are great examples of persuasive writing and
can also help spark students’ thinking about their PSAs. Through this
book, students will also be able to explore the persuasive aspects of
today’s advertisements. The essays provide excellent examples of the
use of points and counterpoints with ample supporting arguments and
information.
Forest, H. (2008). The contest between the sun and the wind: An Aesop’s fable.
Atlanta: August House, Inc.
I would use this text, which my students could read independently, as a
read-aloud, and I may even have two students take on the roles of the
wind and the sun. This text is an excellent example of an argument and
the attempt by the sun and the wind to convince each other that they
can remove a man’s coat. The book is also an example of the way that
brute force is not always the best and most effective way to accomplish
things. My students could begin a classroom debate about the overall
message of this book and could write a brief defense of their position,
whether in support of or against this message.
Hesse, K. (2001). Witness. New York: Scholastic Press.
This text is at the instructional level for most of my students. I would
have my students read this novel together in class and for homework.
In addition, I would be sure to discuss the main themes of the novel
with my class. This novel is an excellent example of multiple
viewpoints and the way that each person can attempt to persuade others
to agree with his or her ideas and beliefs. It also demonstrates how a
set of ideas and beliefs can overrule those of others in a given
community and how this can impact the community at large.
Scieszka, J. (1989). The true story of the 3 little pigs! New York: Scholastic
Inc.
While my students could read this book independently, I may use it as a
read-aloud in order to demonstrate persuasion to my students. Not only
is the wolf trying to allegedly persuade the three pigs to give him a cut
of sugar, but he is also attempting to persuade the reader of his
innocence in the 2 pigs’ murders. The wolf claims that the pigs’ deaths
were accidental and that he only ate them because they were lying
there. This text would be perfect when demonstrating to my students
how to write persuasively.
Turner, A. (1987). Nettie’s trip south. NewYork, Macmillan Publishing
Company.
My students can read this text independently, but I may use it as a read
aloud or as part of a survey of persuasive materials. The story is
written as a letter from Nettie to her friend Addie, detailing her trip
south during the era of slavery. Nettie explains how horrified she was
at seeing slaves being bought and sold. The piece is an excellent
example of persuasive (letter) writing and can also be tied to the social
studies curriculum.
Van Allsburg, C. (1981). Jumanji. Boston: Houghton Mifflin Company.
This text is at an independent level for my students. I would most
likely use this book as a read-aloud or as part of an overview or survey
of persuasive books. This text contains persuasion throughout. First,
the children are at first warned not to begin playing the game, but once
they do play the game, they are persuaded to finish it in order to ensure
that their lives return to normal. The book is an excellent example of
persuasion by an inanimate object and how sometimes persuasion can
be useful in preventing dangerous or damaging behavior (such as the
note attached to the game warning the children not to play it).
Van Allsburg, C. (1991). The wretched stone. Boston: Houghton Mifflin
Company.
While most of my students could read this text independently, I would
probably use it as a read-aloud or as part of a survey of persuasive
texts. The story is written in the form of a captain’s log during the
voyage of the Rita Anne. The ship’s captain discusses how a glowing
rock transformed the crew into ape-like creatures, and how he used
music and literature to change the crew back to normal. This is a
wonderful example of persuasion and could spark a class discussion of
how the captain was able to change, or persuade, the crew back to their
human forms, as well as how the crew was able to be changed to begin
with.
Zolotow, C. (1972). William’s doll. New York: HarperCollins.
Although this text can be read independently by all of my students, I
will probably use it as a read-aloud in class. Throughout this story,
William tries to persuade his family to buy him a doll. His parents and
his brother are resistant and give him other toys instead. Finally,
William’s grandmother convinces William’s father to allow him to
have a doll. This is a good example of persuasion and also speaks to
society’s perception of which toys are appropriate for girls and for
boys, which could lead to an interesting classroom debate.
